Bangladesh vs Philippines: Teachers in pre-primary education, both sexes
Teachers in pre-primary education, both sexes over time
- Bangladesh
- Philippines
How they compare
Philippines currently reports 69,782 number against 61,568 number in Bangladesh, a difference of 8,214 number.
That makes Philippines's figure about 1.1 times Bangladesh's.
Across all 5 years both countries report, Bangladesh has been ahead every year.
Bangladesh ranks 28th and Philippines ranks 25th of 185 countries.
Bangladesh has averaged higher in every one of the 3 decades both report.
Head to head by decade
| Decade | Bangladesh | Philippines | Difference | Ahead |
|---|---|---|---|---|
| 1980s | 63,054 number | 5,288 number | 57,766 number | Bangladesh |
| 1990s | 66,115 number | 17,283 number | 48,832 number | Bangladesh |
| 2000s | 59,872 number | 20,631 number | 39,242 number | Bangladesh |
Averages of every year both report within each decade.
Frequently asked questions
- Which has higher teachers in pre-primary education, both sexes, Bangladesh or Philippines?
- Philippines, at 69,782 number against 61,568 number in Bangladesh as of 2018.
- What is the difference in teachers in pre-primary education, both sexes between Bangladesh and Philippines?
- 8,214 number, with Philippines ahead.
- How many years of comparable data are there for Bangladesh and Philippines?
- 5 years are reported by both, from 1988 to 2002.
- How do Bangladesh and Philippines rank globally for teachers in pre-primary education, both sexes?
- Bangladesh ranks 28th and Philippines ranks 25th of 185 countries.
- Where does this data come from?
- UNESCO Institute for Statistics, published as Teachers in pre-primary education, both sexes (number). Statizoid refreshes it automatically from the source and publishes the full history for both places.
Individual pages
About this data
Total number of teachers in public and private pre-primary education institutions. Teachers are persons employed full time or part time in an official capacity to guide and direct the learning experience of pupils and students, irrespective of their qualifications or the delivery mechanism, i.e. face-to-face and/or at a distance. This definition excludes educational personnel who have no active teaching duties (e.g. headmasters, headmistresses or principals who do not teach) and persons who work occasionally or in a voluntary capacity in educational institutions.